"Not one less than that": Contrasting scholastic dispersion through inclusive didactics

Abstract

We all know the social and cultural scenery that frames this contemporaneity, not because we study it or we talk about it, but because we "live" it daily. This scenery is articulated by globalization, by complexity, by geographic nomadism (migratory flows) and by cybernetic nomadism (the information technology revolutions), by cultural pluralism and by social contexts that are growingly multicultural and multiethnic. These processes, through differentiated paths, are determining profound changes in the reorganization of human relationships that see us involved everyday; new identities are being defined, more complex, plural, crossbred, maniform, virtual.  The article presents some thoughts on the theme of difference, accompanied by other devices such as pluralism, decentralization, communication which currently characterize the social and intercultural contexts, articulated by the rhythm of complexity. These thoughts document the educational, cultural, and social complexities,  which characterize our esperiences. The school, as a central element within  the vast cultural ecosystem, can and should become a priviledged terrain for intercultural confrontation, from the encounter between human subjects and different projects. Making the school the most appropriate environment for knowledge and reciprocal understanding. Educating towards interculture becomes, therefore, a fundamental educative dimension in which children, students, educators, operators, are protagonists. The primary task of intercultural education - through strategies, instruments and adequate methodologies - is to commit to a process of management and reconstruction of social relations, characterized by encounters with "difference". Starting from this scenery, this contribution wants to confront the problem of preventing scholastic dispersion from a theoretical and methodological point of view, using an exquisitely pedagogical approach to the problem. The quality of  didactics is the irrenouncible presupposition to ensure the educational success to the school's action and, as a consequence, to the single students.